七年级英语下册Module1Unit3Theinternationalfoodfestival教案上海牛津版.docx

七年级英语下册Module1Unit3Theinternationalfoodfestival教案上海牛津版.docx

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七年级英语下册Module1Unit3Theinternationalfoodfestival教案上海牛津版

Module1Foodanddrinks

Unit3Theinternationalfoodfestival

1

Languagefocus:

Asking‘wh-’and‘How’questionstofindoutvariouskindsofspecificinformation

e.g.What/Why/Where/When/Who/How?

Usingmodalstoexpressionanobligation

e.g.Let’shaveitatourschool…

Usingmodalstoexpressanobligation

e.g.Whatshouldhaveaninternationalfoodfestival.

Usingformulaicexpressionstoshowagreement

e.g.Thisisagoodidea.

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymainideasofanewtopic

Speaking

Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeelings

Reading

Readwrittenlanguageinmeaningfulchunks

Scanatexttolacatespecificinformation

Materials:

Student’sBook7Bpage14

Cassette7Bandacassetteplayer

Preparation:

Cuethecassette.

Pre-taskpreparation

Languagelearningactivity

（Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Explaintostudentstheideaofraisingmoneyanditspurpose.Askstudentssomewaysiftheyknowofraisingmoney.Askstudentsiftheyhaveeverparticipatedinanyfund-raiseactivities.Invitesomestudentstotalkabouttheirexperiencesbyaskingthemwhen,whereandhowtheactivitywascarriedout.

2.TellstudentstoplananinternationalfoodfestivaltoraisemoneyfortheSPCA.AskstudentstoexplainthetermSPCA,whichwasintroducedinStudent’sBook7A.Bringinphotosorpicturesofdifferentkindsofethnicfood,suchassushi,hamburgers,sandwichesandsoforth,togetherwithpicturesofnationalflagsoftherelevantcountries.Showstudentsthephotosorpictures.Askstudentstomatchtheflagstothefood.Askthemwhatkindoffoodtheycanmake.

3.Givestudentssometimetoreadthepassageonpage14.

4.Playtherecording:

Read.Studentslistenandfollowinthebooks.

5.Askseveralofthemoreablestudentstorole-playthecharactersandparctisethedialogue.

6.Reviewtheuseofinterrogativesinquestionswithstudents.Studentsreadthepassageagain,andtheninpairsaskandanswerquestionsaboutwhatKittyandherfriendsaregoingtodo.

Consolidation

GrammarPracticeBook7Bpage11.

2

Languagefocus:

Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformation.

e.g.What/Why/Where/When/Who/How?

Using‘goingto’describeeventsthatwilloccurquitesoon.

e.g.Whoisgoingtohelpus?

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Listenforspecificinformation.

Speaking

Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningsandfeeling.

Reading

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationpftext-types.

Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italic,italics,boldprintandpunctuation

Writing

Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeatureswhenwritingnon-narrativetexts.

Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher

Materials:

Student’sBook7Bpage15

Workbook7Bpage9

Photocopiablepage9and10

Preparation:

MakeacopyofPhotocopiablepage9and10foreachstudent.

Consolidation

Workbookpage9

3

Languagefocus:

Usingthefuturetensetotalkaboutfutureevents

e.g.Thefoodwillbedifferentkindsofsushi.

Usingprepositionstoindicateaddition.

e.g.sconeswithbutter/teawithmilk

Usingconnectivestoaddinformation.

e.g.Thefoodwillbesconesandthedrinkwillbetea.

Usingadjectivestodescribedifferentkindsofethnicfood.

e.g.Japanesefood/Englishfoodanddrink/Americanfood/Indianfood.

Languageskills:

Listening

Listenforspecificinformation

Reading

Readwrittenlanguageinmeaningfulchunks.

Scanatexttolocatespecificinformation

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression

Materials:

Student’sBook7Bpage16

Cassette7Bandacassetteplayer

Workbook7Bpage10

Photocopiablepage11

Aworldmap

Stickerofnationalflags

Picturesorphotosofdifferentethnicfood

AnEnglishdictionary

Preparation:

Cuethecassette.MakeacopyofPhotocopiablepage11foreachstudent.

Pre-taskpreparation

Languagelearningactivity

（Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.

1.Usephotosorpicturesofdifferentkindsofethnicfood,suchassushi,hamburgers,sandwichesandsoforth,togetherwithpicturesofnationalflagsoftherelevantcountries.Showstudentsaworldmap.Askstudentstopointoutcountryfromwherethefoodbeingreferredtooriginates.Helpstudentstodistinguishthenameofacountryandadjectiveusedtodescribethingsaboutthatcountryandtheadjectiveusedtodescribethingsaboutthatcountry,asinEnglandandEnglish;JapanandJapanese.ListseveralcountriesandhavestudentsfindouttheircorrespondingadjectiveswiththehelpofanEnglishdictionary.

2.Askstudentswhatkindofethnicfoodtheycanmake.Introducenewvocabulary,e.g.tuna,cucumber,scones,samosas,naanbread.Askthemiftheyknownayotherethnicfoodandthecountryandthecountryfromwhichitoriginates.

3.Playtherecording:

Lookandread.Studentslistenandfollowintheirbooks.

4.Playamatchinggame:

DistributeacopyofPhotocopiablepage11toeachstudent.Studentsmaydrawethnicfoodofothercountries,suchasThaifood,VietnamesefoodandItalianfood.Withthepicturecards,studentsgetintogroupsoffour.Eachstudentchoosesacountryandputthemfacedownonthedesk.Studentsinturnsdrawacard.Ifthefoodonthecardmatchesthechosencountry,thestudentshowsthecardandsays:

I’llsellfood.Thefoodwillbe______.Thestudentkeepsthecarduntilhe/shehasobtainedthewholecollection.Ifawrongcardispicked,thestudentputsthecardbackonthedeskandthenextstudenttakesaturn.Thestudentwhohasthemostcardswinsthegame.

Consolidation

GrammarPracticeBook7Bpage12

Workbookpage10

4

Languagefocus:

Using‘goingto’todescribeeventsthatwilloccurquitesoon.

e.g.We’regoingtohaveaninternationalfoodfestivalatourschool.

Usingthefuturetensetomakearequest.

e.g.Willyouteachmehowtomakescones,please?

Usingimperativestogiveinstructions.

e.g.sift,mix,add,pour,sprinkle,cook

Usingadverbstoindicatetimesequenceandprocedures.

e.g.First,…/Then…/Next,…/Finally,…

Languageskills:

Listening

Listenforspecificinformation

Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression

Speaking

Useappropriateintonationandstress,andvaryvolume,toneofvoiceandspeedtoconveyintendedmeaningandfeelings

Reading

Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.

Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextandknowledgeoftheworld

Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.

Scanatexttolocatespecificinformation

Writing

Planandorganizeinformationandideasbydecidingonthesequenceofcontent.

Reviseandeditshortwrittentextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher

Materials:

Student’sBook7Bpage17

Cassette7Bandacassetteplayer

Workbook7Bpage11

Photocopiablepage12

Preparation:

Cuethecassette.MakeacopyofPhotocopiablepage12foreachstudent.

Pre-taskpreparation

1.Askstudentsiftheyhaveevermadebiscuits,cookiesorbreadandiftheyknowthemajoringredientsformakingsuchthings.Ask:

WhatwillIneedtomakebiscuits?

Toelicitsuggestionsfromstudents.Writestudents’suggestionsontheboard.Introducevocabulary,e.g.raisingflour,butter,salt,sugar,milk.Explaintostudentstheuseofeachingredient.

2.GivestudentssometimetoreadtheproceduresformakingsconesinLookandread.Studentspairuptodiscussanddecideonthecorrectorderoftheprocedures.Playtherecordingforthepartofmakingscones.

Consolidation

GrammarPracticeBook7Bpage13

5

Languagefocus:

Usingmodalstomakeanoffer

e.g.Wouldyouliketobuysomefood?

Asking‘Wh-’questionstofindoutspecificinformationaboutsomeone.

e.g.Whatkindoffoodareyouselling?

Asking‘How’questionstofindoutprices

e.g.Howmuchdotheycoat?

Usingmodalstomakeapoliterequest.

e.g.MayIhaveahotdog,please?

Languageskills:

Listening

Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespontappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gestureandfacialexpression.

Listenforspecificinformation.

Speaking

Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.

Maintainaninteractionbyaskingandrespondingtoothers’o